The purpose of this research project was to explore ways of developing an understanding of the art of early adolescents and to clarify the variety, intent, and expressive qualities of that art as seen by the adolescents themselves. As a first step in the project, a 3-week summer class for 38 eighth-grade youngsters was conducted on the campus of Cornell University. Some of the experiments conducted in the class included altering the teacher's role, varying working conditions, and determining factors involved in art appreciation. The second step consisted of the administration of a questionnaire to 551 junior high school art students. The answers were tabulated and an analysis was made of the interrelations between the responses. Results indicated that the character and expressive qualities of early adolescent art cannot be easily categorized; that students reject the art teacher as an evaluator of their work or as a source of ideas, and consider him as only a provider of materials; that students prefer working in small groups; and that a discrepancy exists between the aesthetic tastes of teachers and students. Such results imply a fairly clear mandate for the reorganization of junior high school art activities. (The appendix includes a copy of the student questionnaire.) (Author/JS)